IMPROVING DESCRIPTIVE TEXT WRITING ABILITY THROUGH ANIMATED VIDEO MEDIA IN GRADE III ELEMENTARY STUDENTS

Abstract

Descriptive writing is a fundamental skill in elementary Indonesian language learning, yet many third-grade students at SDN 6 Tapa, Bone Bolango Regency, struggled to describe objects clearly, use varied vocabulary, and apply correct spelling and punctuation. This classroom action research aimed to improve students' descriptive text writing ability through animated video media. The study followed a classroom action research design carried out in two cycles, each comprising two meetings, involving 19 third-grade students. Data were collected through observation, writing tests, and documentation, then analyzed descriptively based on four assessed aspects: clarity of the observed object, content organization, vocabulary use, and accuracy of spelling and punctuation. Initial observation showed that only 3 students (15%) were able to write a proper descriptive text. After the intervention, the proportion of capable students rose to 5 (26%) in Cycle I Meeting 1, 9 (47%) in Cycle I Meeting 2, 14 (73%) in Cycle II Meeting 1, and 17 (89%) in Cycle II Meeting 2, exceeding the 75% success indicator. Teacher performance in implementing the learning steps also improved, from 76% ("sufficient") in Cycle I Meeting 1 to 90% ("very good") in Cycle II Meeting 2. These findings indicate that animated video media effectively enhances elementary students' descriptive writing skills by providing concrete visual stimuli that support idea generation, vocabulary enrichment, and coherent sentence construction.